Kindergarten regional activities summary

Summarize is a period of study, work or its completion of a comprehensive and systematic summary, it can give us the next stage of learning and working life to do guidance, so we have to do a good job of summarizing, write a good summary. So how do we go to write a summary? The following is my collection of kindergarten regional activity summary 3, welcome to share.

kindergarten regional activity summary Part 1

Main guidance area: art district

1, origami: provide colorful handmade paper, scissors, etc.;

2, play clay: provide playdough, clay work board, etc.;

3, paste: waste paper, color paper, incense paste, wet wipes, etc.;

4, decorative paintings: provide Crochet line pen, oil stick, drawing paper, etc.;

5, blowing painting: provide advertising paint, ink, drawing paper, etc..

Train children's observation judgment and hand-eye coordination. Initially learn how to fold with a square. The children can learn the skill of blowing paint, and can choose the color to decorate. They will be guided to use the shaping skills of rolling, balling, pressing, and printing to express the main features of objects.

Science Zone

1, fun magnets: magnets, a variety of iron-containing and non-iron objects, etc.;

2, fun water: water guns, syringes, perforated bottles, small buckets, etc.;

3, color change: the main color pigment water, glass bottles, cotton swabs, etc.;

4, the phenomenon of dissolving. phenomenon: salt, sand, jelly, cooking oil, shampoo, etc.;

5, siphon phenomenon: glass cups, plastic cardboard, etc..

Try to use a variety of ways of perception to explore the properties of magnets. To use a variety of tools to understand the characteristics of water, explore a variety of ways to play with water, experience the joy of playing with water. To stimulate children's interest in color sense, try to use the main color to match into another color. The children's ability to observe is also trained.

Improvement Zone

1, graphic classification: sorting box, different shapes of graphics, etc.;

2, digital classification: digital sorting box, a number of cars with numbers written on them;

3, graphic sorting: sorting cards, graphic stickers, etc.;

4, graphic puzzles: jigsaw puzzle, etc.

4, graphic puzzle: jigsaw puzzle board.

Learning not to size and color interference, requiring children to sort by shape characteristics. Develop children to learn to put the number of corresponding objects according to the number. Learning to sort shapes regularly.

Language Area

1. Picture telling: Provide language books and so on;

2. Story puzzles: Provide jigsaw puzzles and so on;

3. Acting out: Provide finger-puppet stage and finger puppets and so on;

4. Bilingual cognitive reading: Character cards, English alphabet cards and so on;

Cultivate the children to enjoy reading books, and to learn to read and write. Children like to read books, preliminary learning to turn the book in order and can tell the main content of the picture while reading, educate children to take care of books. They can learn to use finger puppets to perform and tell simple stories. The children will be able to learn how to use the finger puppets to perform and tell a simple story.

Construction Area

Provide homemade large cardboard blocks, small blocks; provide medium-sized and small plastic flower pieces and some auxiliary materials.

Learn a variety of basic construction skills and construct basic features of objects in a simulated structure. They are able to carry out purposeful construction activities according to their sense of meaning or propositions. Develop children's attention, observation, working ability, and hands-on skills. It also teaches children to take care of toys and to behave in a friendly manner with their peers.

Music Zone

Provide: tape recorders, music tapes, percussion instruments, rhythm cards, headdresses, paper dresses, etc.;

Guide children to choose musical instruments freely, learn to use different percussion instruments to play songs in 2/4 time, and experience the fun of cooperation. Cultivate children's bold expression, stimulate children's love of the motherland, hometown of the beautiful feelings.

Kindergarten regional activity summary Part 2

With the transformation of the modern concept of early childhood education, our current early childhood education is not only concerned about the trajectory of the development of young children of all ages **** the same, but also pay more attention to the development of individual children, and advocate for young children to provide an open, rich and varied environment, allowing young children to choose freely, independent learning. Thus, regional activities as a kind of "emphasize the educational environment, focus on young children as the main body of education, focusing on the open educational requirements" activities in kindergartens are widely carried out, to become the collective education of the complementary and adjusted to become the implementation of individual education, promote the harmonious development of young children's personalities an effective way.

A concept of regional settings

Teachers should stand in the educational point of view to grasp the child's interest, the needs of the educational value contained in the development of the educational growth point, to create a suitable activity area for children. Based on this concept, teachers should understand what children like to play and what they don't like to play on the basis of the children, and children together, *** together to set up the following areas: learning area, social area, sports area.

1, learning area: is the teacher according to the educational objectives and the level of development of young children, purposefully create an active environment, put the activity materials, so that young children in accordance with their own will and ability to operate fiddling based on the way to carry out individualized independent learning activities. The goal is to cultivate children's interest in learning, and to recognize the surrounding living environment and objective things in learning and exploring.

2. Social Area: Through role-playing, it helps children to form a good emotional experience, cultivate social ability and accumulate social experience.

3, sports area: According to the age characteristics of children, provide children with a certain site and suitable sports equipment, so that they can choose freely, to promote the children's interest in sports activities, while enhancing their physical fitness.

The principles of regional settings

1, the organic combination of learning and social regional activities

Learning region is a new educational tool in the practice of education reform in the field of early childhood education, but also to promote the cognitive development of young children is an effective carrier, the future of their learning will bring an important impact, therefore, often by the But at the same time, social regional activities also have their unique educational value, it can provide children with a simulation of a small society, set up a number of children often contact with the familiar role of the area, the young children's social skills practice into the game, such as respect for the elderly, love for the young, abide by the traffic laws and regulations, humility, etc., from which the child to experience the social norms of life, to try to interact with a variety of ways to experience the autonomy and independence of the child's individual development. Independence, which promotes the child's overall individual development and socialization process. Therefore, while paying attention to the learning area, we should also pay attention to the value of the social area and combine them organically.

2. When setting up the area, attention must be paid to the principle of separation of movement and static to avoid mutual interference. The passage between the regions is smooth; the sign of the activity area should be obvious; the activity area should be arranged in a comfortable and cozy way.

3. Since the age characteristics of children in primary, middle and older classes and the requirements of the Outline for them are different, there should be some differences in the proportion of learning areas and social areas, and the basic principles of setting up these areas are as follows: in the first semester of primary classes and middle classes, the focus is on social area activities, but at the same time a certain amount of learning areas are included; in the second semester of middle classes and older classes, the focus is on learning area activities, but a certain amount of social area is retained; in the second semester of middle classes and older classes, the focus is on learning area activities, but a certain amount of social area is retained. In the second semester of the middle class and the older class, the focus is on learning area activities, but a certain amount of social area is also retained. For the movement area, the activity principle is: kindergarten coordinates the arrangement, free choice.

4, the permanent area and the theme of the organic blend of regional activities

Because some of the theme of the content is really difficult to be reflected in the regional activities, so we can try the permanent area and the theme of the organic blend of regional activities mode. Generally speaking, like math area, puzzle area, reading area, art area, etc., is a permanent area in the class. Their contents are gradually adjusted with the children's activities. On the other hand, the construction area and artwork area are the easiest to express the theme content, so they are often changed with the theme.

Three, the source of the content of regional activities

1, learning area - kindergarten curriculum content prep, consolidation, devolution. In the face of a class of dozens of children with different levels of development, the traditional collective teaching mode is obviously not conducive to "let each child full of personality development", is not conducive to the real implementation of kindergarten curriculum objectives, and has an open character of the regional activities because of its operation of fiddling with the individualized learning, is not to lose the implementation of the kindergarten curriculum, but also a good complementary means. As a result, we can propose: the learning area activities into the kindergarten curriculum, as a form of educational organization, and the organic integration of the curriculum together.

The main embodiment: the content of the learning area is part of the extension of the kindergarten curriculum, through the extension of the area of the activities of the frequent individual operation and practice, the collective teaching activities to make up for the goals not achieved, such as the large class math activities, "Learning to add and subtract within 10," part of the kindergarten curriculum content of the pre-preparation, that is, in the group before the teaching activities, so that young children to the area first to operate in the relevant materials to feel the Part of the kindergarten curriculum content prep, that is, before the group teaching activities, let the children first to the area of the relevant materials for the operation of the perception, in order to accumulate direct experience, such as the "interesting magnet"; the other part of the kindergarten curriculum content of the decentralization, this kind of content is more common in the art and crafts area, so that teachers can facilitate the individual guidance in the group activities. For example, origami, clay work, paper cutting, etc., can be decentralized to the area for children to complete freely during the week. In the area of the setting, because the foothold is "open", the premise is "young children's needs and interests", the children can explore in each area according to their own interests and ways, so that the children feel that they are the master of the activities, so as to produce greater activity! The first step in the process is to make sure that the children are able to enjoy their own personal experience, and that they have the opportunity to learn more about their own needs and interests.

Fourth, the regional material put

1, the material put to achieve consistency with the educational objectives

The current theme of the class activities of the children's cultivation goals as the basis for the targeted selection, put those with the theme of the operation of the material, and fully explore the material in different areas of the various types of materials

The children's education is not the only thing that can help the children. The first is that the material can be used in a variety of ways in different areas. A goal can be realized through the ****same role of a number of materials, and a material can also serve to achieve a number of goals. The children's developmental goals correspond to the educational functions of the materials, and the children are guided into the areas purposefully. Teachers should also change the materials in the area in a timely and purposeful manner as the theme progresses.

2. The materials should follow the principle of hierarchy

Hierarchy includes hierarchy and progression, which is reflected in the fact that the children at a certain stage have reached the level of development of the stage, and progression is reflected in the continuous development of the lower level to the higher level.

① First of all, according to the age level of the different levels of hierarchy, such as: small, medium and large three age groups of children also play the puzzle game, the material should be put on a very different, the small class for the simple 4-6 pieces of the puzzle board, the middle class for the more complex 12-24 pieces of the puzzle board, and the edge of the board should be very different, so the children should be able to play the puzzle game. -24 pieces of the puzzle board, and the edge of the seam is also more difficult, the large class of the puzzle not only a large number and the direction of the order of the requirements, the most difficult, which is hierarchical material.

② progressive materials to young children paper cutting, for example, the development of young children's ability to cut paper roughly went through such stages: cut not smooth → can cut along the line → can fold cut → can cut thick paper → will hollow paper cutting, according to these characteristics of young children, we can provide the appropriate materials in different age groups, so that the children according to their own level of choice, and efforts to guide children to choose to make their own "The first step is to make sure that you have the right materials for the right job, and that you have the right skills for the right job.

3, the material put to have fun

Interesting materials can cause children to participate in the activities of interest, improve the achievement of the goal. For example, in the small class "living area", let the children learn "feeding", if only let the children to different "food" from a bowl to another bowl, they will feel monotonous and boring! In this regard, we can make a variety of animal avatars and provide children with different feeding tools, so that children can be interested in their own ability to choose the tools to feed the animals, and they will also talk to the animals while feeding them. In addition, for the children in the art area made headdresses, paper dolls, lace, etc., we should collect them, put them into the performance area, so that children with their own works of art for free performance, so that, on the one hand, can increase the children's interest in participation, on the other hand, is also a kind of respect for the fruits of the children's labor.

4, the material put to pay attention to the richness

① form to be rich and diverse. In order to accomplish a goal, due to the different preferences of children, which requires the preparation of different forms of materials for children to choose. For example, in the children's learning of the composition of numbers can be arranged in the supermarket shopping, pulling carrots and a variety of other content, the children can complete the goal in different forms, so that the children will have a sense of freshness in the math area, always full of interest.

② Functional diversity. Because one thing more than play materials can promote children to continue to explore, play a new pattern.

③ Variety. There can be molded toys (existing), natural toys (beans, rice, shells, etc.) and homemade toys.

5, the material put to benefit the creative thinking of young children

① put the material to the children to play the imagination of the room, and the teacher should be good at observing, timely understanding of the children's ideas.

②The material can be provided with certain obstacles. Such as children need four round, but only provide them with three, another have to think of their own way, this is not inadequate preparation, but to provide children with the opportunity to solve the problem. But here the teacher must grasp a "degree", that is, what kind of child he is, this problem he really does not have the ability to solve, if so, then the teacher should reach out in a timely manner to give verbal prompts or material support, so as not to damage the child's self-esteem.

③ Make full use of native and original waste materials.

V. Teachers' roles in regional activities

(a) Teachers are the children's activity partners

When the children carry out the regional activities, the teacher should be as the children's activity partners to participate in the process of the activities in the capacity of an equal, and with the children **** with the exploration of operation, **** with the children, **** with the exploration of operation, and **** with the children. The teacher's equal status as an activity partner is to participate in the activity process, to explore and operate with the children, to communicate with each other, and to follow the rules of the activity. The teacher's equal status as an activity partner can shorten the distance between the "two worlds" of children and adults, and make them feel friendly and comfortable instead of being cautious and fearful, thus creating a relaxed and harmonious interpersonal relationship and mental and psychological atmosphere. As a result, not only can the children produce a pleasant emotional experience, the formation of a positive sense of self, more useful to activate the thinking of young children, to stimulate the main body of positive creative behavior. The identity of the activity partner requires us teachers to always stand in the position of the child, think what the child thinks, in order to respect the subjectivity of the activities of young children.

(2) The teacher is a conscious guide

(but follow the principle of observation before indirect guidance)

1, observe what?

(1) Children's interest in choosing what area and what materials to participate in what activities.

(2) Participation in activities. The toddler's self-determination in the activity, the performance of self-control.

(3) Level of cognitive development. Children's difficulty in choosing materials, the way they manipulate objects, and how well they finish.

(4) Awareness of following rules, task awareness.

(5) Disputes among children.

2. Guidance is mainly indirect. Embodied in:

(1) Through the medium of materials, toys, to trigger new activities.

(2) the question as the medium, to trigger new activities.

(3) Utilizing peer-to-peer experiences to keep activities going.

However, different activities should be treated differently. Some activities require direct instruction, such as buttoning and tying shoes.

During regional activities, teachers should also pay attention to the leading role of educators, clearly aware of their responsibilities, and purposefully exert positive influence on children during their activities. Be prepared for what the children want to do, how to do and how the children are likely to do. Instead of just standing outside of the children's activities as the maintainer of discipline and the embodiment of rules to supervise and adjudicate their behaviors, attention should be paid to digging out the potential educational factors in the activities, and fully realizing and giving full play to the educational value of regional activities. We need to pay attention to the children's emotions, behaviors, and interactions between the environment and the children, for example, why are the children frowning when they are operating? Are they encountering any difficulties? When found that the children's independent activities produce difficulties, should be given appropriate help, to assist children to realize their own ideas, and make children in the original level of improvement, only in this way, can give children more space, in a free atmosphere to achieve the purpose of learning.

When a child is exploring learning, the teacher has to minimize intervention in exchange for the child's maximum activity. Teachers should intervene in a timely manner when children's behaviors or hopes are recognized, and when children have difficulties, such as disputes that cause activities to stop and show signs of giving up. And the language guidance when intervening should be artistic. Small classes should highlight the intuitive, interesting, because small classes of children are small, the ability to understand the semantics of the poor, which requires the teacher to use vivid images, interesting language to inspire and guide children to actively participate in the activities; intermediate classes should be taken to inspire and guide the language, because intermediate children's ability to understand the semantics of the gradually increased, but also have a certain degree of social experience, sense of interaction, on this basis, the teacher can be with the inspiring, suggestive language. The first is to use the language of inspiration and suggestion to trigger and guide the children to actively participate in the activities; the second is to tend to the rational guidance, because the children in the first class have a certain experience in understanding and analyzing the problem, and have a certain ability to think logically and analyze and judge the problem, so that the teacher throws to the children's guidance should tend to be rational, so that the children can understand a certain reason from it.

(3) The role of the teacher varies according to the stage.

In small classes, the teacher will ask questions to stimulate the children's discussion.

In the lower intermediate class - the older class, the main focus is on the children's discussion. The teacher should ask more questions and answer less, and inspire the children to answer more. Evaluation of the matter not to the person, to be targeted.

Part 3: Kindergarten Intermediate Regional Activity Plan

Regional activities, according to the goals of education and the level of development of young children, purposefully create an active environment, put the activity materials, so that young children in accordance with their own wishes and ability to operate fiddling-based individualized independent learning activities. It allows children to move freely in and out of various areas to carry out play activities; it has a relatively relaxed atmosphere, flexible and diverse forms of activities to meet the different needs of young children's development, and to promote the development of each child's personality.

First, the general objectives of the region:

1, learn to get along with others, cooperate with each other, know how to sympathize with others, care for others, do not fight, do not grab toys, care for toys.

2, can actively participate in activities under the attraction of a variety of materials, feel happy in the activities, know the characteristics and role of a variety of materials, and can be more fully and reasonably use a variety of materials.

3, activities can be enthusiastic and active and peer interaction, and peer *** with the consultation to solve the problems arising in the activities, dare to express their own opinions and requirements.

4, in the activities, can consciously abide by the rules of the activities, so as to cultivate children's control ability and responsibility. Learning to pack and arrange toys and activity materials independently and in a more orderly manner.

5, so that children love printing and dyeing activities, in the activities of the exercise of children's hands, eyes, brain coordination and a variety of printing and dyeing skills, and further to let the children to develop the ability to complete a thing from beginning to end.

Second, the goal:

2, March

1, the role of the area: normal regional activities, clear rules of activities.

2. Exploration area: interested in exploration activities, and have a sense of success for the items they explored.

3. Language area: read books in an orderly manner, have good reading habits, and use question and answer methods to tell stories.

4, art and craft area: combined with festive activities to make lanterns, small red flowers, to develop children's creative ability and hands-on skills.

5, paper-cutting, printing and dyeing area: interested in printing and dyeing works, have the desire to do hands-on.

April

1, the role of the area: the role of the area of the activities of the materials are interested in the correct operation and manipulation, willing to carry out role games.

2, exploration area: along the route to swing a back to the needle, count the number of each used, measure how far the road.

3, language area: fluent in Mandarin to tell the story and the things they want to express, and willing to read books.

4, art and craft area: and children with point, dip method for printing and dyeing activities, the development of children's hands.

5, paper-cutting, printing and dyeing area: on the basis of the original printing and dyeing, remind the children to pay attention to the coloring of the hand strength to be uniform.

May

1, the role of the area: understanding and mastering the relationship between the role of the game, can play the role of the correct, and can play quietly, caring for materials.

2, explore the area: "to the beans to move", according to the small to large (or big to small) number order to the marbles to move, experience the fun of cooperation.

3, language area: learn to listen to others, do not casually interrupt and interrupt the conversation of others, to master the correct way to read, and develop good `eye hygiene habits.

4, art and craft area: group learning a variety of ways to decorate the fan, such as: folding fans, painting fans, cutting fans, etc., to stimulate children's interest in creativity.

5, paper-cutting, printing and dyeing area: continue to learn to fold the four sides of the continuous, and learn to sketch their own patterns, cut out patterns.

June

1, the role of the area: in the activities of the happy, can enthusiastically and actively interact with their peers, know the characteristics of a variety of materials and the role of the material, and can be more fully and reasonably use a variety of materials.

2, the exploration area: do not scramble for the game materials, learn to independently and more orderly clean up, arrange the toys and activity materials.

3, language area: under the guidance of the teacher to use waste materials to make their own interest in books, experience the joy of success.

Kindergarten regional activities summarized Part 3

Regional activities are children in a certain game environment, according to their own interests and needs, in order to happy and satisfied for the purpose of free choice, independent development, free exchange of active activities, full of spirit, vitality of the region will give young children a more independent, happy development of a piece of the sky, the theme of the regional activities of the summary of the experience.

In the regional activities, children can choose their own activities according to their own interests, hobbies, specialties and abilities, without psychological pressure, can get full experience of the activities. It allows children to have the opportunity for direct experience and the pleasure of success, enhances interaction, and develops a social and healthy personality. Therefore, regional activities are conducive to the full and free development of individual children. The regional activities of our first class mainly reflect the following aspects:

1. Creating a reasonable activity environment for children

Kindergarten activity materials and environments should be conducive to triggering and supporting young children's games and various exploratory activities. According to these characteristics, in the creation of the regional environment, we have to take into account the children can communicate with each other *** with cooperation, but also pay attention to each other without interference, so that the children focus on a certain activity full of self-confidence to explore the problem. In the regional division, we will be relatively quiet regional activities arranged indoors (such as: see reading area, art area, puzzle area, living area, etc.) relatively loud activities arranged in the outdoor corridor (such as: small stage performance area).

2, activities reflecting the theme, diversity

November our middle class group to carry out the theme of the "harvest season", which is interspersed with "fragrant vegetables", "sweet fruit", "useful plants" three clues. Because the theme is close to life, we put in more materials related to the theme in our regional activities. In the art and craft area, we put in play dough to make carrots, consolidate the use of crayons to draw cucumbers, tomatoes, greens and other vegetables, use crumpled paper to make white carrots, and use the method of tearing and pasting to make collages of vegetables, as well as vegetable stamps, etc.; in the living area, we put in the materials related to the theme, such as picking celery, cutting vegetables, and other activities such as folding quilts, tying scarves and other daily life activities; in the puzzle area, we made a lot of cards for children to identify and classify vegetables, and also put in different seeds to let children identify and classify them. In the puzzle area, we made many vegetable cards for children to identify and classify, and also put different seeds for children to identify and classify; on the small stage, we also put the pictures of the stories we had learned in the weekday activities in the corridor, so that children could tell the stories by themselves, and the Friends of Kindergarten Education "Thematic Regional Activity Experiences Summary". In the activities of recognizing vegetables and art production, children know that vegetables are an indispensable part of people's lives, know its nutritional value, understand the different benefits of each kind of vegetables to the human body, and at the same time experience that vegetables are also decorations in life, which can beautify our lives, and then stimulate children's appetite and solve the serious phenomenon of picky and anorexic eaters. In the picking up celery activities, children not only perceive the color form of celery know that celery is eating the stem of the plant, but also experience the joy of labor.

3, to create a relaxed atmosphere, play the autonomy of young children

The children in the regional activities are completely free, they independently choose the game materials, choose the content of the activities and partners, in accordance with their own ideas and wishes to play the game, the teacher in the activities are also completely respect the children's subject position, let go of the young children to let the creativity of the active activities, promote and motivate the children to play. The teacher also fully respects the children's subjective position in the activities, lets go of the children's creative and active activities, and promotes and motivates the children to find out problems and solve problems in the activities. For example, children can enter different activity areas according to their own wishes, and in the same activity area they can also choose different forms of activities and activities. Sometimes it is clear that the provision of a person's activity materials, but see a few children can be very engaged in the activities we do not bother, but let them independently to carry out activities.

In the regional activities, teachers should provide appropriate help according to the needs of the children, as a good adviser and assistant to the children, teachers in the guidance of the regional activities, always be clear about their own position, to play a good observer and the role of the guide. But this point I always do not do well enough, always very much in pursuit of results, always eager to give children the experience of success, rather than give them the opportunity to fully explore, try.

And there's also the fact that the children's engagement in our classroom needs to be strengthened. Some of the children are always turning around and playing, and they always change the materials many times in a regional activity, and they don't try to use the materials that the teacher puts in their hands properly. These situations still need our teachers' guidance in order to improve.

Regional activities provide children with more opportunities for self-expression, creating a more relaxed, no pressure learning environment, but also to meet the characteristics of young children's curiosity and mobility, so that young children through their own active activities, stimulate their motivation to explore, produce a sense of pride, self-confidence, as a teacher, we need to fully mobilize young children's activities, encourage young children to interact with the environment through the independent exploration to acquire knowledge, promote the development of the children's activities, and to promote the development of the children's activities, to promote the development of the children's activities. As teachers, we need to fully mobilize children's activities, encourage them to interact with the environment, acquire knowledge through independent exploration, and promote the development of young children's autonomy.

Summarized the good aspects, but also found the shortcomings of the work, the future hope to work in the work of continuous improvement, improve the situation of regional activities in my class.